Self-Organised Schools: Educational Leadership and Innovative Learning Environments describes the results of the research we carried out at fourteen Italian schools that highlight how there is a positive correlation between the capabilities of school self-organization and the innovativeness of learning environments: in other words, the more self-organized schools are, the more innovative learning environments are.
The results of this work are part of the strand of research of bottom-up emergency and self-organization, an extremely fruitful trend as shown by Sugata Mitra, the founder of the Self-Organized Learning Environments, according to whom, "education is a self-organized system where learning is an emerging phenomenon". This book gives new insights on self-organization studies, and most of all, to the idea that change - organizational and educational innovation - sparks from the bottom.
This book is aimed specifically at school principals of all levels, scholastic reformers, educational scholars, organisation and management consultants who want to innovate learning and management of learning. These actors will benefit drawing useful examples from more than thirty different learning environments worldwide, fourteen examples of schools that self-organize, two frameworks - and two ready-to-use questionnaires - measuring the innovativeness of a learning environment, and the capability of a school to self-organize. Self-organization is the most fascinating future of innovative principals
Author(s): Alberto F. De Toni, Stefano De Marchi
Series: Routledge Advances in Management Learning and Education
Publisher: Routledge
Year: 2022
Language: English
Pages: 318
City: New York
Cover
Half Title
Series
Title
Copyright
Dedication
Contents
About the Authors
Foreword
Acknowledgments
Introduction
Part One Learning Environments
1 The Nature of Learning and the Categories of Learning
1.1 The Nature of Learning
1.2 The Concept of a Learning Environment
1.3 Self-Directed, Emerging, Self-Organized Learning
Concluding Remarks
2 Innovative Learning Environments
2.1 Introduction
2.2 The Dynamics of the Systems for Collaborative Learning: Milrad’s Model (2002)
2.3 Simulation and Integrated Learning Environments: The EnterTech Project (2004)
2.4 Innovative Learning Environments: The Study of Ramboll Management (2004)
2.5 Self-Organized Networks of Lifelong Learning : Koper’s Model (2005)
2.6 Sugata Mitra’s Self-Organized Learning Environments (2005)
2.7 Social Inclusion and Skills Development: The TENCompetence Project by Louys (2009)
2.8 Self-Organized Online Peer Learning: Scott’s Prolearn Network of Excellence (2009)
2.9 A 2.0 Approach to Peer Tutoring : Westera’s Model (2009)
2.10 The i4 Future Learning Environment by Chang and Lee (2010)
2.11 Emerging Learning in the 2.0 Network: The Williams’s Model (2011)
2.12 A Learning Environment Based on Social Networks: Casey and Evans’s Research (2011)
2.13 An International Network Among Classes for the Construction of Knowledge: Laferrière’s Study (2012)
2.14 The OECD’s International Project of Innovative Learning Environments (2013)
2.15 ICTs in Formal, Non-formal and Informal Learning: The Creative Classroom Framework (2014)
2.16 Construction of Student Communities for Learning in Non-formal Contexts: Boersma’s Model (2016)
2.17 International Case Studies of Innovative Learning Environments
The Homeschooling/Home Education Movement (Since 1977)
The Self-managed High School in Paris – Lycée Autogéré de Paris (Since 1982)
The Blended Learning Model of the Clayton Christensen Institute in San Francisco (Since 2007)
The Institute of Play and the Quest to Learn in New York and Chicago (Since 2007)
The School of One Project in New York (Since 2009)
2.18 The Construction of a Framework for Measuring the Innovativeness of Learning Environments
A Focus on Learning and Teaching
An Example of the Application of the Framework
Concluding Remarks
Part Two Self-Organization in Schools
3 School: Scenarios, Complexity and Change
3.1 The Future Scenarios of Schools
3.2 The School as a Complex System
3.3 School Organization as an Engine of Change
3.4 The Autonomy of Schools Within the Italian School System as a Premise for Change: The Legislative Stages
3.5 School Autonomy: As Imagined and as Achieved
Concluding Remarks
4 Self-Organization: The Most Fascinating Future of Organizations
4.1 Introduction
4.2 Self-Organization
4.3 The Experience of the “Heroic” Self-Leadership of the Jesuits
Emerging Bottom-Up Strategy
Vision and Example
Self-Leadership
Invariance to Personal Results
Motivation as Self-motivation
The Construction of Self-leadership
4.4 The Experience of Self-Leadership as Applied in Toyota
From Fordism to Toyotism: Evolution of the Principles of Industrial Organization
The Involvement of the Workforce Versus Antagonism: The Principle of Self-activation
4.5 Styles of Leadership
4.6 What Self-Organization Is Not
4.7 Organizational Capabilities for Self-Organization
4.8 Self-Organization as a Continuum of Solutions
4.9 Is Hierarchy Inevitable?
4.10 Can Targeted Organizations Be Self-Organizations?
4.11 Can Self-Organization Be Planned?
4.12 Resistance to Self-Organization
4.13 The Coexistence of Hierarchical Models and Models of Self-Organization
Concluding Remarks
5 The Self-Organized School: An Organization With Multiple Minds
5.1 Introduction
5.2 The Self-Organized School According to Bower
5.3 The Self-Organized School According to Bain
5.4 The Capabilities of Self-Organization
5.5 The Proposed Framework of Self-Organizational Capabilities in Schools
5.6 The Capabilities of Self-Organization in School Literature
Interconnection
Redundancy
Sharing
Restructuring
5.7 The Actors in Self-Organized Schools
5.8 Styles of Leadership in Self-Organized Schools
Concluding Remarks
Part Three Field Research
6 Learning Environments and Self-Organization: Results of the Research
6.1 Introduction
6.2 The “Majorana” State High School in Brindisi
6.3 The “Fermi” State High School in Mantua
Learning Environment
Capabilities
6.4 The “Gioia” State High School in Piacenza
Learning Environment
Capabilities
6.5 Collegio del Mondo Unito (The United World College) of the Adriatic in Duino (Trieste)
Learning Environment
Capabilities
6.6 The “Russell” State High School in Cles (Trento)
Learning Environment
Capabilities
6.7 The “Piazzi Lena Perpenti” State High School in Sondrio
Learning Environment
Capabilities
6.8 The “Barsanti” State Technological Institute in Castelfranco Veneto (Treviso)
Learning Environment
Capabilities
6.9 The “Randi” Comprehensive Institute in Ravenna
Learning Environment
Capabilities
6.10 The Comprehensive Institute in Montespertoli (Florence)
Learning Environment
Capabilities
6.11 The “Centro Educativo Italo Svizzero” (Italian-Swiss Educational Center) in Rimini
Learning Environment
Capabilities
6.12 The “eSpazia” Comprehensive Institute in Monterotondo (Rome)
Learning Environment
Capabilities
6.13 The “Marconi” Junior High School in Modena
Learning Environment
Capabilities
6.14 The “Giovanni XXIII” Comprehensive Institute in Tricesimo (Udine)
Learning Environment
Capabilities
6.15 The “Ristori” Comprehensive Institute in Naples
Learning Environment
Capabilities
6.16 An Overall Analysis of the 14 Schools
Innovative Learning Environments
Organizational Capabilities
6.17 The “Quartieri Spagnoli” (Spanish Neighborhood) Association in Naples
6.18 The “Maestri di Strada” (Street Teachers) Association in Naples
6.19 Who Promotes Self-Organization in the 14 Schools?
6.20 The Limits to and the Prospects for the Research
Concluding Remarks
Conclusions
Epilogue
Afterword
Appendices
Appendix A: Stages of the Analysis of the Literature Regarding Learning Environments and Organizational Capabilities
Appendix B: Framework for Measuring the Innovativeness of Learning Environments
Appendix C: Learning as a Process of Knowledge-Building
Appendix D: Questionnaire for Measuring the Innovativeness of the Learning Environments
Appendix E: Legislation Regarding Scholastic Autonomy
Appendix F: Questionnaire for Measuring Organizational Capabilities
Appendix G: Organizational Structure of the Research: Questions, Project and Methodology
Appendix H: Measurement of the Learning Environment and of the Capabilities for Each of the 14 Schools
Appendix I: Comparison of the Measurements of the Learning Environments in the 14 Schools
Appendix J: Comparison of the Measurements of the Organizational Capabilities of the 14 Schools
Appendix K: The Movement of the Educational Avant-gardes
Bibliography
Index
